Health and Wellbeing
BSc (Hons)

2020/21 Part-time Undergraduate course


Bachelor of Science with Honours


Faculty of Life and Health Sciences


School of Nursing


Magee campus

Start dates:

September 2020

January 2021

Academic Year 2020/21

Our first term will commence as planned on 21 September and we will be prepared to deliver lectures and other teaching online for Semester One

Some on-campus activities will still take place, based on a robust local risk assessment, and priority will be given to using campus spaces for practice-based learning activities including lab work.

The University’s primary concern remains the physical and mental health, safety and wellbeing of our students, staff, their families and the wider community. Nothing is more important to us.

On our COVID-19 webpages you will find further information for applicants and students, along with answers to some of the questions you may have.


Developing highly knowledgeable and skilled graduates for the health and social care professions.


Attendance: Part-time

Campuses: Magee, Jordanstown

Faculty: Life and Health Sciences

Level: Undergraduate

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About this course


This programme responds to the ever changing healthcare requirements of the twenty-first century through a programme of interprofessional learning which helps students to acquire the broad theoretical and practical perspectives relevant to today’s complex health and social care arena.

The underpinning knowledge base of the BSc Hons Health and Wellbeing programme requires students to address expectations of international, national and local directives aimed at improving the standards of health and social care in partnership with key stakeholders such as service providers and commissioners.This course aims to provide an academically challenging and contemporary education designed to enhance the professional status and employability of students. It aims to prepare the student on completion to apply knowledge, understanding and skills to meet the needs of the clients/families and groups they are responsible for, to achieve safe, effective care and to provide leadership to others.


Students are required to attend for at least 75% of all campus-based modules. Some modules are online – students are required to log on to the website and interact on a weekly basis.

Start dates

  • September 2020
  • January 2021

Teaching, Learning and Assessment

A range of teaching and learning methods are used to enable students to develop knowledge and understanding. There is a continuous focus upon how theory is linked to and informed by practice through the use of lectures, seminars, discussions, guided reading, reflection, creative methods and debate. Online material may be used to support this. All assessment is via course work

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    The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.

    Each course is approved by the University and meets the expectations of:

    • the relevant generic national Qualification Descriptor
    • the applicable Subject Benchmark Statement
    • the requirements of any professional, regulatory, statutory and accrediting bodies.

    Attendance and Independent Study

    As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.

    Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.

    The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

    Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

    Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.


    Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

    Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

    Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

    Calculation of the Final Award

    The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).

    Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.

    All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

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    The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.

    Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

    Figures correct for academic year 2019-2020.

Magee campus

Our vision is aligned to the strategic growth plan for the city and region.


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Sports Facilities

Our facilities in Magee cater for many sports ranging from archery to volleyball, and are open to students and members of the public all year round.

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Student support

At Student Support we provide many services to help students through their time at Ulster University.

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Here is a guide to the subjects studied on this course.

Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.

In this section

Year one

Research Methods for Health and Social Care

Year: 1

This module provides an introduction to research methods and enables students to develop and apply theoretical and scientific knowledge and problem solving skills, in order to develop their understanding of the philosophical and practical aspects of research within health and social sciences.

Contemporary Issues in Health & Wellbeing

Year: 1

This module explores and debates issues in contemporary health and social care utilising a theoretical base to provide a springboard for discussion, reflection and more insightful practice through a rigorous analysis of current dilemmas and topical issues. Assessment is by Coursework.

Fundamentals of Urological Cancer

Year: 1

This module is optional

This level 6 module provides a theoretical basis for a foundational understanding of essential concepts in caring for and promoting well-being in people who have urological cancer. It provides a crucial basis upon which further study in urology can be built. The module is offered on-line and is assessed by coursework and examination.

Essentials of Effective Communication and Education in Health and Social Care Practice

Year: 1

This module is optional

This level 6 module provides conceptual frameworks for study of communication and education and provides the essential knowledge and skills base for students to develop in two related areas of professional competence: communication and education. It aims to enhance the integration and application of a repertoire of skills related to these core areas which are central to the success of professional competence in professional health and social care practice. Assessment is by 100% coursework.

Advances in Case Management

Year: 1

This module is optional

The module develops an understanding of the professional and policy context of long term conditions, and the implications of that for persons (and their loved ones) living with long term conditions; the progress of current and future and evidence based therapeutic interventions. Assessment is 100% coursework

Health Assessment

Year: 1

This module is optional

This level 6 module provides an opportunity for students to develop and enhance the knowledge base and practice of health assessment, in order that appropriate interventions and management can occur. Students develop their assessment skills during this module. Assessment is 100% coursework

Fundamentals of Forensic Healthcare Practice

Year: 1

This module is optional

The underpinning knowledge base of this core 30 credit undergraduate module in the forensic healthcare pathway requires students to address expectations of national and local directives aimed at improving the standards of forensic health care in partnership with service providers and commissioners. The module facilitates students' learning in examining historical developments, current theories and evidence based literature with regards to crime, the law, legislation, policy, practices and service development that govern forensic healthcare

Caring for People with Urological Disorders

Year: 1

This module is optional

This level 6 module helps to prepare care professionals to deliver high quality care for patients with urological disorders by equipping them with essential knowledge and attitudes that promote skilled, knowledgeable and holistic intervention. Ultimately the module seeks to assist the professional to acquire a high level of knowledge and personal reflection to facilitate the future development of evidence based urological care. Assessment is by coursework.

Foundations in Stoma Care

Year: 1

This module is optional

This module helps students to develop an in-depth understanding of the basic sciences and disease processes that can lead to stoma formation. Students will be assisted to discuss critically the care challenges that can be experienced by people who have a stoma and identify how they can play an influential role in assisting the person living with a stoma to improve their well-being and life quality.

Pathophysiology for Case Management

Year: 1

This module is optional

This module is designed to prepare suitably qualified nurses to care for patients with specific chronic illnesses in the community. It is a co-requisite and complements the module on health assessment. The module is assessed entirely by coursework which consists of a class test and a case study.

Principles and Practice of Neuroscience Care

Year: 1

This module is optional

This module prepares students to meet the complex and specific needs of people with acute and continuing neurological disorders. It provides them with the physiological understanding of the conditions in order that therapeutic interventions can be rationalised. The module enables them to critically evaluate their practice in light of new knowledge and perspectives, while also consider the experiences of people in their care. A variety of learning and teaching approaches are used to deliver this module to actively engage students. Assessment is 100% coursework.

Leadership in Practice

Year: 1

This module is optional

This module will develop the students capacity to engage with theories of leadership and to apply this knowledge to leadership in healthcare practice. It will encourage the development of effective leadership strategies, based on best evidence to meet the challenges faced by healthcare professionals and promote the development of cultures of compassionate leadership. Assessment is by presentation, discourse and coursework.

Year two

Evidence Based Dissertation

Year: 2

This core module provides students with the opportunity to develop skills in retrieving and using research evidence in the planning and delivery of health and social care. This module meets the dissertation requirements for the award of a BSc (Hons) degree. Assessment is by coursework.

Concepts of 'Holism' in Forensic Healthcare Practice

Year: 2

This module is optional

This is the second of two 30 credit undergraduate modules in forensic healthcare within the
short course pathway. This module explores holistic concepts, theories and practices central to the care, management and treatment of people with a mental disorder (including intellectual developmental disorders) whose presentation has been assessed as requiring a more focused level of competency and/ or increased levels of physical, relational and proceedural, security. Lectures, seminars and student presentations are used to, integrate and generate knowledge, understanding and application of holism in relation to forensic healthcare practice. Assessment is by coursework.

Foundations of Adult Continence Promotion

Year: 2

This module is optional

This Level 6 module provides a theoretical basis for the understanding of the issues essential for the provision of evidence based, individualised care for people who experience incontinence. Normal anatomy and physiology are explored as the basis for a thorough understanding of the genesis of continence problems and their resolution. The module will be offered on-line, with the assessment being 100% coursework.

Foundations of Urology and Continence

Year: 2

This module is optional

This Level 6 module prepares members of the professional care team to deliver high quality care for patients with urological disorders by equipping them with the essential knowledge that underpins urology. Ultimately the module seeks to assist professionals to acquire high level understanding of the science that informs urological assessment and intervention so promoting well-being in the person. Assessment is by coursework.

Caring for People with Continence Disorders

Year: 2

This module is optional

This Level 6 module provides a theoretical basis for the delivery of evidence-based, continence care. The treatment modalities for both urinary and faecal incontinence are explored. The role of the 'Skills for Health' competencies to provide a mechanism to promote a standard of care delivery nationally is explored. The module will be offered on-line, with the assessment being 100% coursework.

Contemporary Health Care Ethics

Year: 2

This module is optional

This level 6 module examines a broad range of issues, emphasising selection of relevant topics to maintain a quality approach to ethical deliberation. The knowledge base will enable students to direct and apply subject matter to their own area of expertise through the contribution of teaching and professional expertise, and through reflection and integration of theoretical perspectives with practice experiences. Assessment is by coursework.

Person-centred management in diabetes care.

Year: 2

This module is optional

This module is the first of three modules within the Short Course in Diabetes. It is aimed at healthcare professionals wishing to develop and enhance their knowledge, skills and expertise within the area of diabetes care, but who do not wish to develop that knowledge or expertise to that required of a Diabetes Specialist Nurse. This module enables students to explore and manage patients effectively who are at risk of or who have a diagnosis of diabetes. The module is developed for a wide variety of health care contexts such as hospitals, prisons, midwifery units, paediatrics and community settings such as district nurse, practice nurses and nursing homes.

Assessment of the module is by 100% coursework.

Contemporary knowledge for screening and prevention of complications from diabetes.

Year: 2

This module is optional

This module is the second of three within the Short Course in Diabetes and aims to further develop the students' knowledge and skills gained within the module entitled 'Person-centred management in diabetes care'. Students will explore the management of people living with long term complications. The module is developed for a wide variety of health care contexts such as hospitals, prison services, midwifery, paediatrics and community settings such as district nurse, practice nurses and nursing homes.

Assessment of the module is by 100% coursework.

Advanced Practice Issues in Stoma Care

Year: 2

This module is optional

In this module the student will be able describe common stoma care issues encountered in neonates and children as well as discussing 'out of the ordinary' issues in stoma care and outline appropriate responses to such events. The module will discuss key issues associated with multi-professional care, professional development and the future-proofing of service and will examine ethical challenges involved in advocacy and working with healthcare industry agencies.

Developing Practice in Stoma Care

Year: 2

This module is optional

This module helps students to deepen existing knowledge on current issues in quality stoma care through the exploration of person-centered care responses to promote coping and positive living. The module explores pre-operative, immediate and long term needs of people living with a stoma and addresses wider issues through the examining of the potential impact of culture and religion on living with a stoma and the challenges they offer in of providing appropriate care.

Developing Neuroscience Practice

Year: 2

This module is optional

This module provides an opportunity for students to identify and influence change in their practice within the neuroscience setting. They will develop their critical thinking and reflective skills to enable them to improve their practice and deliver the best possible care for the person and their family with a neurological disorder. Students will enhance their understanding of the ethical challenges related to decision-making in situations when autonomy is compromised. A range of learning and teaching methods will be used to facilitate the students' development of knowledge and skills in the practice of person-centred care. Assessment is 100% coursework.

Entry conditions

We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.

A level

This programme is direct entry into final year and thus not suitable for entrants directly from A Level.

English Language Requirements

English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.

Additional Entry Requirements

Applicants must satisfy the University’s general entry requirements as set out in the prospectus or demonstrate their ability to undertake the course through the accreditation of prior experiential learning (APEL).

Under the University’s ‘Qualifications and Credit Framework’, the achievement of an Honours degree requires the successful completion of 360 credits of study at levels 4, 5 and 6. In regard to this programme, students would normally enter the programme at level 6 having gained exemption for level 4 and 5 modules through the University’s ‘Accreditation of Prior Learning’ policy when both prior certificated and experiential learning will be accepted in consideration of exemption. Where exemption is obtained for levels 4 and 5 modules, the programme is normally completed over one academic year in full-time mode and two academic years (up to a maximum of five years) in part-time mode

In order to achieve exemption from level 4 and 5 of the programme, an applicant shall have achieved a Higher National Diploma or Foundation Degree in a relevant health or social care subject (or equivalent).

Exemptions and transferability

Applicants are expected to have attained studies equivalent to diploma level and can then be considered for direct entry into year 3 of the programme.

Careers & opportunities

Career options

The majority of students will already hold a professional qualification in either health care or social care. This programme will offer them the chance to develop their career prospects within their area of practice. For those students not holding a professional qualification, on graduation, they will be well equipped to embark upon a career within health care and/or social care.

Work placement / study abroad

Students undertaking the case management pathway will be expected to undertake a relevant work placement in order to complete their practice portfolio.


Start dates

  • September 2020
  • January 2021


  1. The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
  2. Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
  3. If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
  4. The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
  5. The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.